Literaturnachweis - Detailanzeige
| Autor/inn/en | Loeper, Tara; Schwartz, Ariel E. |
|---|---|
| Titel | 'Being a Part of Something': Experiences and Perceived Benefits of Young Adult Peer Mentors with Intellectual/Developmental Disabilities and Co-Occurring Mental Health Conditions |
| Quelle | In: Journal of Applied Research in Intellectual Disabilities, 36 (2023) 5, S.1067-1075 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Schwartz, Ariel E.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-2322 |
| DOI | 10.1111/jar.13117 |
| Schlagwörter | Peer Teaching; Intellectual Disability; Developmental Disabilities; Young Adults; Mental Health; Intervention; Parent Attitudes; Teacher Attitudes; Program Effectiveness; Experience; Social Influences; Institutional Characteristics; Self Concept |
| Abstract | Background: Peer-provided services are a common model for addressing mental health concerns. Peer providers report a range of benefits and challenges associated with their role. However, there is little information about the experiences of peer providers with intellectual/developmental disabilities. Aim: To explore the experiences of young adult peer-providers with intellectual/developmental disabilities in the context of a mental health intervention. Methods: We conducted interviews with four young adults with intellectual/developmental disabilities and their parents and teachers to understand their experiences providing a peer mentoring mental health intervention. Results: Young adult peer mentors perceived themselves as responsible for maintaining the mentoring relationship, delivering the intervention and acting as helpers and independent professionals. The experiences of young adult peer mentors were driven by the temporal, institutional and social contexts of their work. Peer mentoring was an enjoyable, social activity. Mentors, parents and teachers emphasised how taking on the peer mentoring role during the transition to adulthood and within the capital-rich university context led to a sense of pride and professional development. Further, these contexts may have led mentors to emphasise their intervention-delivery, helper and professional roles over relationship maintenance. Discussion & conclusion: Context may shape the perceived roles and benefits for young adult peer mentors with intellectual/developmental disabilities. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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